An Investigation Into the Gender and Age Differences in the Social Coping of Academically Advanced Students

Abstract

Background of the StudyDuring adolescence, individuals undergo a series of critical changes that allow them to understand their world, and themselves, in more complex and sophisticated ways (Keating, 2004). The cognitive advancements that typically occur during this time, such as the development of deductive reasoning and the improved ability to think abstractly and metacognitively, are related to both a heightened sense of self-awareness, a better understanding of what makes one unique, and the development In certain contexts, some academically advanced students employ coping strategies that manipulate the visibility of their ability. These strategies may include denying giftedness, hiding giftedness, gaining favor by helping others, denying the negative impact on peer acceptance, conforming to mask giftedness, and minimizing focus on popularity. The goal of the current study was to replicate previous research that revealed gender and age differences in coping strategy choice. The analysis of responses from approximately 0 students at a summer camp for academically advanced students revealed more similarities than differences among the subgroups of participants. As in previous research, girls were somewhat more likely than boys to engage in the stereotypically female role of helping others. In addition, older adolescents were significantly more likely than younger students to report hiding and denying

Social Coping of Gifted and LGBTQ Adolescents

“…Furthermore, most literature on social coping assumes that all gifted students experience their giftedness in similar ways. Some research (e.g., Foust, Rudasill, & Callahan, 2006) explores differences in social coping strategies by age and gender, but largely, research and practices in gifted education emphasize the similarities among gifted students over their intragroup differences. This study acknowledges the different experiences and multifaceted identities of gifted students who belong to more than one minority group.…”

Coping Strategies of Intellectually Gifted and Common Adolescents Attending Grammar School in the Context of the Personality Dimensions Structure

“…Okrem týchto prác jestvujú aj ďalšie štúdie, ktoré hovoria v kontexte nadaných žiakov o adaptívnych zvládacích stratégiách (napr. Cohen & Frydenberg, 2005;Foust et al, 2006;Preuss & Dubow, 2004).…”

Social coping and self-concept among young gifted students in Ireland and the United States: a cross-cultural study

“…Swiatek (2001) found a negative relationship between denying the influence of giftedness on peer acceptance and selfconcept (particularly of peer relationships), but Chan (2003Chan ( , 2004 found it to be positively related to emotional intelligence and other indicators of well-being in a Chinese sample. Younger gifted students are less likely to consider popularity important than older students (Chan, 2004(Chan, , 2005Foust, Rudasill, & Callahan, 2006;Swiatek, 2002). Older students may be more likely to help others than their younger peers (Chan, 2005;Foust et al, 2006;Swiatek, 2001).…”

“…Younger gifted students are less likely to consider popularity important than older students (Chan, 2004(Chan, , 2005Foust, Rudasill, & Callahan, 2006;Swiatek, 2002). Older students may be more likely to help others than their younger peers (Chan, 2005;Foust et al, 2006;Swiatek, 2001).…”